19 - 21 October, 2016 | Hilton Sydney, Sydney, New South Wales, Australia

Conference Day Two: Friday, 21 October 2016

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Combined Morning Plenary with Innovation in Assessment & Credentialing
9:10 AM Keynote: TBC

The corporate sector is becoming an increasing threat to traditional university models, offering shorter, cheaper and more relevant qualifications targeted at specific skillsets needed in today’s employment market. Becoming flexible and changing the structure of qualifications to improve employability and work ready graduates has become a key focus for the tertiary sector. Similarly, if universities are to attract and retain students, transforming the curriculum to provide a more engaging and interactive style of learning is in order.

The question is, is transforming the curriculum, teaching and learning, and assessment and accreditation the most critical focus if universities are to remain competitive and survive in a disruptive market?


11:20 AM Supporting Active Learning Strategies with Real Time Feedback to Promote Student Engagement

Dr Abelardo Pardo , Senior Lecturer School of Electrical and Information Engineering, University of Sydney

Active learning strategies involve students in doing things and make them think about things they are doing, and this can then be used to increase student engagement. The University of Sydney is using data obtained from learning analytics in the context of blended learning. In this session Dr Abelardo will discus the importance of leveraging data. 
  • Combining and collaborating data to benefit students
  • Method of collecting data to be used for real time feedback 
  • Surveying students and educators to measure the success of blended learning techniques implemented
Dr Abelardo Pardo
Senior Lecturer School of Electrical and Information Engineering
University of Sydney


Capacity building academics’ digital literacy: a blended learning approach

Susie Macfarlane , Senior Facilitator, Teaching Excellence & Innovation, Deakin University

Higher education teaching is increasingly delivered online and asynchronously, requiring academics to acquire multiple and changing digital literacies to effectively navigate, interact within and design these blended learning environments. This presentation outlines an intensive capacity building project undertaken in the School of Exercise and Nutrition Sciences at Deakin University to assist academics to develop these new modes of communication, collaboration, learning and production. The project – Assembling your Digital Toolkit - consists of weekly blog posts providing: 
  • Resources, readings, podcasts and videos 
  • Guided activities for academics to undertake individually and in face to face or online networks, and
  • Face-to-face and online support. 

Progress was shared weekly across the school to foster a learning culture and build momentum. This presentation will report on the outcomes of the project and the extent to which this approach has contributed to a shift in culture and practices in academics in the school. Participants will be invited to share similar digital literacy capacity building projects and strategies.
Susie Macfarlane
Senior Facilitator, Teaching Excellence & Innovation
Deakin University


12:00 PM Enhancing Workplace Learning Through Personal Mobile Technology to Connect Learning and Work

Professor Franziska Trede , Co-Director, International & Partnerships, The Education For Practice Institute,, Charles Sturt University

‘Enhancing Workplace Learning Through Mobile Technology’ is a project looking at how students can better use personal mobile technology devices for learning while on placement. In this session Professor Franziska will discuss how mobile technology can be creatively integrated into Work Placement Learning (WPL) to meet the needs of different kinds of students and organisations. 
  • Developing an online mobile technology framework for students, workplace educators and academics 
  • Fostering a culture of innovative use of mobile technology for student learning 
  • Developing resources to better assist students’ workplace learning through connected learning networks 
  • Consolidating the digital literacies and skills required for future lifelong work practices
Professor Franziska Trede
Co-Director, International & Partnerships, The Education For Practice Institute,
Charles Sturt University


Enhancing Engagement of Agricultural Students in Learning Mathematics through Innovative Teaching and Learning Strategies

Dr Madan Gupta , Senior Lecturer in Agricultural Engineering, University of Queensland

Professor Peter Adams , Associate Dean (Academic) Faculty of Science, University of Queensland

Australian universities engaged in agriculture education have generally introduced transitional mathematics courses for students who enter tertiary programs without completing Year 12 mathematics. Traditional online teaching methods are typically not effective at engaging these students in a mathematics course. Dr Madan Gupta and Professor Peter Adams at the University of Queensland have developed adaptive and authentic approaches to engage and motivate 21st century students in learning mathematics through the use of real-world case studies from various agricultural disciplines. In this session, they will discuss the following: 
  • Challenges of engaging agriculture students in learning mathematics 
  • Development of real-world case studies 
  • Development of e-tutorials using an adaptive eLearning technology 
  • Successful outcomes of adopting these approaches in a firstyear basic mathematics course at the University of Queensland
Dr Madan Gupta
Senior Lecturer in Agricultural Engineering
University of Queensland
Professor Peter Adams
Associate Dean (Academic) Faculty of Science
University of Queensland



1:40 PM Incorporating Social Media in to the Classroom for Safe, Ongoing Professional Learning

Leanne Cameron , Lecturer, Educational Studies (ICT) - Faculty of Education & Arts, Australian Catholic University

Many teachers shy away from using social media within the classroom. In this session, Leanne will discuss the importance of social media in facilitating contact with the corporate world and how best to incorporate this into the classroom. 
  • Implementing social media usage for professional interaction 
  • Improving professional learning and real world exposure through social media platforms 
  • Educating teachers and students on guidelines and ethical considerations and creating a culture of acceptance
Leanne Cameron
Lecturer, Educational Studies (ICT) - Faculty of Education & Arts
Australian Catholic University


Integrating ePortfolio’s Across University Programs for Placing Students at the Centre of their Learning and Continued Learning

Cindy Davis , Associate Dean of Learning & Teaching, University of the Sunshine Coast

Priscilla Trahar , Learning Designer (ePortfolio’s), University of the Sunshine Coast

Over the past years, there has been an increased exploration of ePortfolio’s in higher education across disciplines at both the undergraduate and graduate level. In this session Professor Cindy Davis and Priscilla Trahar will discuss how the University of the Sunshine Coast is integrating ePortfolio’s within Blackboard and across facilities to encourage learning centered practices amongst students. 
  • Facilitating student reflection and engagement with their own learning across degree as well as for continued learning after degree 
  • Using collaborative tools for innovative and interactive teaching methods 
  • Best practise methods for blended learning through ePortfolio’s
Cindy Davis
Associate Dean of Learning & Teaching
University of the Sunshine Coast
Priscilla Trahar
Learning Designer (ePortfolio’s)
University of the Sunshine Coast


2:20 PM Designing Blended Learning for Improved Student Learning Outcomes and Greater Equity

Kate Ramzan-Levy , Faculty Manager Business & Law, University of Newcastle

Dr Johanna Macneil , Assistant Dean - Teaching and Learning, University of Newcastle

Despite the push to blended learning and ‘flipped classrooms’ in many higher education institutions, there is still too little evidence or understanding about how these approaches to teaching and learning affect students from different equity cohorts. The University of Newcastle is committed to supporting excellent education outcomes for equity students, and with the introduction of new teaching spaces and blended learning, has found it important to understand how students’ expectations and access to technology affect the experience of commencing undergraduate first-in-family and low SES students. In this session Johanna and Kate will discuss their HEPPP-funded project on these important issues; specifically: 
  • How expectations about university experience and access to technology affect first year experience for students in the Faculty of Business & Law 
  • Specific issues arising in the blended learning experience of first in family and low SES students 
  • Adapting models of blended learning for more equitable student learning outcomes
Kate Ramzan-Levy
Faculty Manager Business & Law
University of Newcastle
Dr Johanna Macneil
Assistant Dean - Teaching and Learning
University of Newcastle


Moving the Classroom Online: Challenges and Solutions for Student Flexibility

Dr Steve Parker , Associate Dean (Learning & Teaching), Flinders University

Flinders University’s School of Nursing & Midwifery is currently revising its online options for its Bachelor of Nursing in order to allow students increased flexibility. In this session Dr Steve Parker will discuss the challenges currently faced when it comes to transforming a classroom experience to an online experience and maintaining the richness and complexity of the learning environment. Some of the challenges he will discuss are: 
  • Engaging students in discussion-based learning online
  • Encouraging critical thinking online 
  • Maintaining a teacher presence online
Dr Steve Parker
Associate Dean (Learning & Teaching)
Flinders University


3:00 PM Disrupting Postgraduate Legal Education Using Digital Teaching Technologies

Professor Nick James , Executive Dean & Director, Centre for Professional Legal Education, Bond University

Bond University is renowned for providing students with a personalised and transformative learning experience centered upon face-to-face interactions between teacher and student. Postgraduate legal education – particularly the Master of Laws – usually consists of a series of law subjects delivered on-campus, and requires a substantial commitment that can be challenging for busy legal professionals. Digital teaching technologies are now disrupting the traditional models of curriculum design and delivery, and creating opportunities to improve access to postgraduate education, continuing professional development and lifelong learning by lawyers. 
  • The Faculty of Law at Bond University is moving towards a radically revised model of postgraduate legal education. 
  • Executive Dean of the Faculty, Professor Nick James, will describe that journey, and identify the ways in which new teaching technologies are transforming what is taught in a law course, how it is taught, where and when it is taught, and by whom.
Professor Nick James
Executive Dean & Director, Centre for Professional Legal Education
Bond University


The art of using evidence to inform decision-making in healthcare is known as evidence-based medicine (EBM). This requires health care professionals to know where to look for reliable, high quality evidence, and once they find it, be able to quickly appraise its worth in the context of a patient’s query. To achieve this, a culture of enquiry-based learning and practice must be created through education and training of students in EBM. The Library at Monash University has partnered with the Faculty of Pharmacy and Pharmaceutical Sciences to create a blended learning module fit for purpose. This presentation will showcase an innovation in blended learning: 
  • Developing research skills for EBM 
  • Collaboration between Faculty and Library to enhance enquiry-driven learning 
  • Developing analytics for blended learning
Barbara Yazbeck
Learning Skills Adviser
Monash University



4:10 PM Blending Learning to enhance learner engagement at TAFE Western Sydney

Carol Walsh , Project Manager - Teacher Development and Learning Technologies, TAFE Western Sydney Institute

TAFE Western Sydney delivers a wide range of vocational and higher education courses through blending face to face and online delivery. It’s about finding the right combination of modes to suit the learner and the industry needs. 
  • Designing tools and templates to guide teachers in the design of blended learning experiences 
  • Providing support for learning design, development and delivery of blended learning 
  • Building teacher capability to take full advantage of new pedagogies that enhance learner engagement, such as a greater focus on collaboration and sharing of user generated content
Carol Walsh
Project Manager - Teacher Development and Learning Technologies
TAFE Western Sydney Institute


Panel Discussion: Improving Communication Between Educators and Technical Staff for Improved Resource Utilisation

Kim Flintoff , Learning Futures Advisor, Curtin University of Technology

Vinh Tran , Subject Coordinator & Business & Learning Technology Coordinator, UTS INsearch

Communication between technical and non-technical personal is crucial in the development of blended learning tools. Educators require support when developing blended learning tools, and hence communication between various stakeholders becomes crucial to the overall project. This panel discussion will raise questions on current barriers and hindrances. 
  • Understanding the dialog between technical and non-technical stakeholders 
  • Better understanding of technology available to educators 
  • Training and workshops available to technical and non- technical staff
Kim Flintoff
Learning Futures Advisor
Curtin University of Technology
Vinh Tran
Subject Coordinator & Business & Learning Technology Coordinator
UTS INsearch
Solutions clinics are designed to give participants strategies and tools to deal with their most pressing challenges. 

The room will split into tables, where each table member will share their biggest challenge, before collectively deciding which issue to investigate in more detail. 

The table will then elect a facilitator/note taker who will record the topic being explored and the ideas of the table. After 40 minutes of discussion, the facilitator of each table will then report back to the rest of the audience their problem and potential solutions. 

Finally, IQPC will compile the information collected into a document that will be shared with delegates post event